SAMPLE TEACHING AND LEARNING OUTLINE
INDONESIAN: SECOND LANGUAGE
YEAR 3
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2018/3383v3 [PDF 2018/28005] Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 2
The sample teaching and learning outline provides a sequential series of content areas through which the Indonesian: Second Language syllabus within the Western Australian Curriculum: Languages can be taught. Consistent with the rationale of the Languages curriculum, this outline supports students’ ability to communicate proficiently in a language other than English, with essential communication skills in that language, an intercultural capability, and an understanding of the role of language and culture in human communication.
The sample teaching and learning outline includes an array of focus areas through which students can apply their acquisition of knowledge, understanding and skills. These key focus areas are suggested as mediums for teaching and learning.
Time allocation on which the outline is based Two hours of teaching per week, over one year
Prior knowledge In Year 2 Indonesian: Second Language, students interacted with their teacher and peers in routine exchanges such as asking each other how they are, offering wishes and talking about events in the day and over the year. They participated in guided group activities, taking turns, exchanging and negotiating, or responded to teacher talk and instruction in Indonesian. Students identified key points of information from simple texts to complete guided tasks. They engaged with a range of imaginative texts, created stories and performed imaginative scenarios.
Students became familiar with the systems of the Indonesian language, reproducing the sounds and spoken Indonesian. They recognised and began to write high-frequency words and expressions in familiar contexts. Students noticed and used context-related vocabulary and understood some first elements of grammar to generate language for a range of purposeful interactions.
Suggested assessments are provided throughout the outline for teachers to select the timing, type and number of assessments in line with the school assessment policy.
Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 3
Sequence of teaching and learning
Term 1 Focus Communicating Understanding Suggested Teaching and Learning Activities and Assessment Resources Week 1–5 Kenalkan Interact and socialise Recognise and reproduce 1. Teach the lyrics of the greeting song S’lamat pagi Bu by Pak Kasur. Discuss with students that the Song S’lamat pagi Bu by Pak Kasur Students introduce with the teacher and pronunciation conventions, song can also be used to greet a male teacher by changing Bu to Pak. https://youtu.be/fgMoI0N7ojY peers, using simple making connections themselves and 2. Read the class roll of student names and ask students to respond in Indonesian. interact with others in descriptive or between Indonesian and 3. Discuss with students behaviour expectations when entering and leaving the class, transitioning Song Selamat Pagi Bu Indonesian. expressive modelled English sounds, for example, between activities and participating in games. http://www.education.vic.gov.au/languages language and gestures c (ch); g is the hard g in 4. Revise classroom instructions by playing Simon says, for example, Duduklah! Lipat tangan. to exchange ‘gum’ but never soft as in online/indonesian/sect01/no_3/no_3.htm Learning objectives: 5. Revise greeting words and phrases Selamat pagi, Selamat siang, Selamat sore, Selamat malam, information about ‘germ’; k is a soft sound if it Apa kabar? Baik-baik saja/Biasa saja/Kurang baik, Sampai jumpa. Quiz the students by asking greet teachers friends and family appears at the end of a word what the phrases mean in English, or alternatively say the equivalent phrases in English and then Game Simon Says, to revise classroom and peers members, for example, as in tidak, kakak appropriately ask them how to say them in Indonesian. instructions Teman saya baik hati respond to simple 6. Introduce students to phrases giving praise, gratitude and encouragement. Model these phrases dan lucu; Dia berumur Recognise and write Quiz, using greeting words and phrases classroom when working with students and encourage students to use these phrases with one another. sembilan tahun; Kakak high-frequency words and instructions 7. Model with students a role play where two people greet each other, say their name and ask the laki-laki saya senang expressions in familiar Language Learning Space 1.1 - Greetings respond to and other person their name, ask how the other person is feeling and say farewell. Place students in berselancar; Nama contexts poster use phrases of pairs and have them perform the role play. Have students perform their role play in front of the anjing saya Charlie; http://indospired.com/template-freebies/ praise, gratitude Charlie suka bola; Umur class. and/or Flashcards and Notice and use Charlie 7 8. Teach the game Raja monyet. Ask students to sit in a circle and select one student to be the encouragement context-related vocabulary Pemburu. Ask the Pemburu to face away from the circle and close their eyes. Choose another Game Raja monyet and apply elements of introduce student to be the Raja monyet. It is essential that the Pemburu does not know who has been Participate in class grammar in simple spoken themselves and chosen to be the Raja monyet. Students in the circle must not let the Pemburu know who has experiences, activities and written texts to ask someone their and everyday generate language for a been selected as Raja monyet. The role of the Pemburu is to find out who has been selected as name and how transactions that range of purposes, including: Raja monyet by selecting a student and asking the question ‘Siapa nama Anda?’ If the student they are feeling involve following describing quantity using selected is not the Raja monyet they will respond by saying their name using the Indonesian ask and respond instructions, asking cardinal numbers, for sentence Nama saya … . The Pemburu continues asking the question until a student responds with to questions questions and making example, puluh, ratus Nama saya Raja monyet. Raja monyet then stands and walks quickly in a clockwise direction and about age statements, asking for and ordinal numbers must try to return to where he/she was sitting before being caught by the Pemburu. If the Raja ask for and give help and permission using ke- prefix monyet is able to return to where he/she were sitting without being caught he/she wins, if the information using making plurals by Pemburu catches the Raja monyet then he/she wins. numbers 1 – 31 Convey factual duplicating, for example, count numbers 9. Teach the lyrics of the song Selamat pagi to the tune of Frère Jacques. Add additional verses by Song Selamat pagi sung to the tune of Frère information about their buku-buku from 100 - 999 changing the greeting. Alternatively ask students if they could change any words to create another Jacques personal worlds in recognising imperatives, join in classroom verse for this song. simple statements, for example, Angkat routines by 10. Introduce the game Siapa nama saya? Ask students to close their eyes. Tell students that you will Game Siapa nama saya? short descriptions and tangan!; Buka buku!; Ayo repeating choose one student by tapping them on the shoulder. This student will say in Indonesian the modelled texts cepat! modelled words, greeting for the time of day and ask Siapa nama saya? Select one of the students who has put up giving praise, gratitude phrases and their hand to respond to the question with the student’s name using the phrase ‘Nama dia …’. and encouragement, for classroom Notice what looks or 11. Teach the lyrics of the number song Sepuluh bunga. Ask students to continue singing the song and Song Sepuluh bunga expressions feels similar or different example, Coba; Bagus add the numbers 11 – 20 in Indonesian. http://www.education.vic.gov.au/languages participate in to their own language sekali!, Terima kasih 12. Introduce the game Racun Sebelas. Ask students to stand in a circle. Explain to students that they online/indonesian/sect03/no_2/no_2.htm language games and culture when banyak are playing a counting game from 0 – 20. Explain that whoever says the number sebelas is out of sing songs about interacting in recognising that the the game. Starting at nol, students may say numbers up to tiga angka, for example, nol, satu, dua. greetings, Indonesian same rules of Game Racun Sebelas The next student must say the number that comes next, for example, empat and may choose to numbers, days, punctuation apply as in say lima and or enam if they wish. months and Interact with the English, for example,
birthdays teacher and peers using capital letters and 13. Revise the logic of counting in Indonesian, and how the addition of belas or puluh after the name the days of through action-related full stops for sentences numbers 1-9 will be equivalent to teens or tens in English. Remind students that satu becomes se the week talk and structured greeting and fare-welling when saying ten and eleven, and that this rules also applies when saying 100. Introduce ratus and play, to exchange others, for example, ask students to count in 100’s from 100 to 900. Practise with students how to say random greetings such as Selamat pagi/siang/sore/ numbers between 100 and 999. Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 4
name the months Selamat pagi malam; Sampai jumpa! 14. Ask students to practise with a partner introducing themselves, asking and responding to of the year Ibu/Bapak; Sampai (*content from the questions about how they are feeling, their age and where they live. Game Berhenti ask and respond jumpa!; Apa kabar? Pre-primary syllabus) 15. Teach the game Berhenti. Explain to students that they will walk around the classroom while to questions Baik-baik saja using imperatives to tell listening to music. When the music stops students will find a partner and look at the flashcard
about the day and (*content from the others to do something, showing the greeting in English. They will then turn to the person and greet each other with the month they were Pre-primary syllabus) for example, Duduklah; Indonesian greeting on the flashcard. They then ask and respond to questions about how they are Game Bingo
born Lipat tangan; Tepuk feeling and their age. Laminated bingo cards with numbers Introduce and share tangan (*content from participate in a 16. Make a class set of bingo cards with five numbers across and five numbers down in Indonesian written in Indonesian role play information about the Year 1 and Year 2 using numbers one to thirty one. Each card should have the numbers ordered in a different Counters for use by students write a simple themselves, for syllabus) manner. Provide each student with a bingo card and counters to place on the numbers. Explain to profile. example, Nama saya…; understanding different Counters with numbers 1-31 in a jar for students that you will call out a number in Indonesian and ask students to look for the number on Umur saya…; Saya question words and the playing bingo tinggal di…; Apa kabar? anticipated answer, for their bingo card. Students then place a counter on top of the number called. Once students have a line covered of either four or five numbers either vertically, horizontally or diagonally, students Saya senang/sedih/ example, Siapa?; Apa?; Games Memory, Fish, Snap using Black-line cape/marah/sakit; can angkat tangan and say dapat. Berapa?; Di mana? master number cards from Aktivitas Bahasa Berapa umurmu? Umur 17. Ask students to participate in a variety of activities using cards to ask about numbers in Indonesian (*content from the Indonesia (Indonesian language activities) saya lima Pre-primary, Year 1 and by playing games such as Memory, Fish or Snap. Angka (number) (*content from the Year 2 syllabus) 18. Introduce the game Colour bingo with students. Ask students to write down five colours in Pre-primary syllabus) describing actions using Indonesian in their work book. Remind students that the colour words must be spelt correctly in simple verbs, for order to win points. Call out a colour and ask students to check if they have written the word for Game Colour Bingo, using counters with a example, makan, duduk, that colour. Students place a tick next to the word for that colour. Once they have ticks next to different colour name on each one minum, tidur (*content each of their colour words, students can angkat tangan and say dapat. from the Pre-primary 19. Teach the game Tebak kata to revise vocabulary, for example, simple verbs such as makan, duduk, Game Tebak kata, using laminated cards syllabus) tidur, minum, mandi or imperatives such as angkat tangan, tepuk tangan, lipat tangan. Invite one
student at a time to come up to the front of the class. Give the student a card with a word/s
Begin to build a written in Indonesian and its meaning in English. The student will silently read the word/s and metalanguage in Indonesian then act out its meaning in front of the class. Give students up to one minute to write the word/s Languages practice Languages Online for talking about language, being acted out in their work book in Indonesian and in English. After one minute ask students to Indonesian Units 1 - 6 using terms similar to those raise their hand if they know the answer. Select a student to give their answer. If their answer is http://www.education.vic.gov.au/languages used in English wrong select another student. If the answer is correct, ask the student to write their answer on online/indonesian/indonesian.htm the board. Answers in Indonesian earn two points and answers in English earn one point. 20. Provide students with access to Languages Online Units 1-6 to revise learning. Students keep track Song Nama-nama hari of their learning by ticking the tasks completed on a checklist. https://www.youtube.com/watch?v=VQVG 21. Teach the lyrics of the song Nama-nama hari to revise the days of the week. Ask students what 53eU2gE the title of the song means and why the word nama is repeated in the title. Talk about how plural
words can be made by duplicating and ask if they can think of an example they already know in Indonesian. Hari apa saya lahir? poster 22. Provide students with a calendar from the year in which they were born. Ask them to find out which day they were born. Place on the wall a poster titled Hari apa saya lahir? with balloons to Website Find any date calendar represent each day of the week. Ask student to write their name in the balloon corresponding to http://www.arthurlloyd.co.uk/FindAnyDate. the day on which they were born. At the bottom of the poster have the phrase Saya lahir pada htm, to create poster Hari apa saya lahir? hari ______tanggal ______. 23. Teach the lyrics of the song Nama-nama bulan to revise the months of the year. Discuss the Song Nama-nama bulan – Lagu Anak similarities and differences in how the months are pronounced and spelt. Indonesia 24. Ask students to survey classmates to find out which month of the year their birthday falls. Ask students to collate the information from the survey into a simple column graph showing the https://www.youtube.com/watch?v=iuKH7p number of people that have birthdays in each month. FZlzI 25. Place on the wall a poster with balloons to represent each month of the year. Ask students to write their name in the balloon corresponding to their birthday month and to put the date in Balloon poster brackets behind their name.
26. Teach the lyrics of the birthday songs Panjang umurnya and Selamat ulang tahun. Tell students that these two songs will be sung whenever a student in the class has a birthday.
Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 5
27. Model how to write a simple profile. Ask student to include their name, age, the day and month Song Panjang umurnya they were born and where they live. Then ask students to write their own profile. Students may https://www.youtube.com/watch?v=C9WC draw a picture of themselves or use a photograph. Remind students that the same rules of nROq5xw punctuation apply as in English when starting and finishing sentences. Display student profiles in the classroom. Song Selamat ulang tahun 28. Assign students to pairs to role play interviewing each other. They will need to ask and respond to questions about their name, how they are feeling, their age, the day and month they were born https://www.youtube.com/watch?v=ZYOXc and where they live. Ask students to perform their role play in front of the class. O0MySU
Assessment Anecdotal assessment using checklist and notes, indicating how students: . use appropriate greetings for the time of the day . introduce themselves and ask someone their name, how old they are and how they are feeling . ask and answer questions about themselves . share information with peers . are able to say and use numbers from 1-999 correctly . perform a role play, to ask and respond to questions about their name, how they are feeling, their age, the day and month they were born, and where they live . write a simple profile. 6–10 Tentang saya Interact and socialise Recognise and reproduce 1. Revise greetings and numbers by singing the songs Selamat pagi Bu!, Selamat pagi and Sepuluh with the teacher and pronunciation conventions, Students share bunga-bunga. peers, using simple making connections personal information 2. Arrange students in a circle. Tell students that you will hold a soft ball while you model what you Activity Tentang saya, using a soft ball about themselves descriptive or between Indonesian and want them to say and then pass the ball to the student sitting next to you to say the sentences expressive modelled English sounds, for example, with others. using their own personal details. Start by modelling three sentences, for example, a greeting, language and gestures c (ch); g is the hard g in saying their name and how old they are. Once every one has had a turn, increase the level of to exchange ‘gum’ but never soft as in difficulty by adding information for the students to say in Indonesian such as the day and month Learning objectives: information about ‘germ’; k is a soft sound if it introduce friends and family appears at the end of a word they were born. Repeat the process, having each student giving five pieces of information about themselves members, for example, as in tidak, kakak themselves. Repeat the process one more time and ask students to include where they live, for say when they Teman saya baik hati example, Saya tinggal di Geraldton. Song Dua mata saya were born dan lucu; Dia berumur Recognise and write 3. Introduce vocabulary to talk about and describe the body using the lyrics of the traditional https://www.youtube.com/watch?v=kGcp7 say where they sembilan tahun; Kakak high-frequency words and Indonesian children’s song, Dua mata saya. Ask students to copy you as you point to the parts of V85sKc live laki-laki saya senang expressions in familiar the body referred to in the song. Ask students to write the lyrics of the song in their work book
say their eye berselancar; Nama contexts and illustrate the song labelling the parts of the face and body referred to in the song. colour anjing saya Charlie; 4. Teach the lyrics of the song and actions to Kepala Pundak Lutut Kaki. Ask students to copy you by Song Kepala Pundak Lutut Kaki say their hair Charlie suka bola; Umur Notice and use touching or pointing to their kepala, pundak, lutut and kaki. Provide students with the lyrics of the https://www.youtube.com/watch?v=J0- colour Charlie 7 context-related vocabulary song to put into their workbook. aeGITgmE describe and apply elements of 5. Provide students with an activity sheet and ask them to label the parts of the body in Indonesian. themselves and Participate in class grammar in simple spoken 6. Teach the rhyming chant Rambut pipi from the book Selamat pagi, Bu Indonesian for Junior Activity sheet Label the body in Indonesian and written texts to others experiences, activities Primary. Point to the parts referred to while doing the chant. Start the chant slowly and increase sing songs about and everyday generate language for a the pace of the chant also increase and decrease the volume. Rhyming chant Ramput pipi from the Book the body transactions that range of purposes, including: 7. Revise vocabulary for parts of the body by playing the game Simon says. Selamat pagi, Bu Indonesian for Junior say a rhyming involve following describing people and 8. Perform the songs Dua mata saya and Kepala Pundak Lutut Kaki at a school assembly. chant about the instructions, asking animals using pronouns, Primary by Carmel Winkler 9. Introduce pronouns and adjectives to describe what people look like, for example, Dia tinggi dan body questions and making gender and adjectives, ganteng. Rambut saya berwarna hitam dan rambut kamu berwarna pirang. Include adjectives to participate in statements, asking for for example, dia, Teman Game Simon says, to revise vocabulary describe hair, body size and face, for example, lurus, keriting, pirang, panjang, pendek, tinggi, language games help and permission saya baik hati; Kucing besar, kecil, lonjong, bulat. say what they like saya lucu dan kecil describing quantity 10. Make a set of flash cards using adjectives to describe people, hair, body and face. Place the cards Language practice Languages online Topic and dislike Locate specific points of using cardinal numbers, face down on the table. Invite a student to select a card and read the word on the card. Place the 19. Colours. Describing hair and eyes information in a range for example, puluh, card on the whiteboard at the front of the room where students can see the word. Ask students to of short written, make a sentence using the word on the flash card selected. Give students about one minute to Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 6
write a spoken, multimodal and ratus and ordinal write down their sentence, then select a student to read out their sentence. Ask the other http://www.education.vic.gov.au/languages description of digital texts related to numbers using ke- prefix students in the class if they can translate the sentence into English. Enquire if anyone has a online/indonesian/sect19/index.htm themselves their personal world describing actions using different sentence and if they do to read it out loud and provide a translation. Repeat this process describe simple base verbs, for until all flash cards have been used. Description, using flashcards, using someone’s example, tinggal, Convey factual 11. Teach the game Ingat a variation of Chinese whispers. Ask students to form a line. Begin by adjectives to describe people character. information about their bermain, berjalan, whispering to the first student in line a descriptive phrase, for example, Mata saya hijau, rambut
personal worlds in berenang, berselancar saya keriting. The first student then turns and whispers the phrase to the next student, who then simple statements, recognising imperatives, whispers it to the next, and so on. The last student to hear the whispered phrase says the phrase Game Ingat for example, Angkat short descriptions and out loud. Variation: Split students in two or more groups and groups play against each other. tangan!; Buka buku!; modelled texts 12. Select five large coloured pictures of different people, for example, celebrities or cartoon Ayo cepat! characters and write a brief description for each one. Put these pictures on display with their giving praise, gratitude Five large pictures of different people Notice what looks or and encouragement, for name below the picture. Tell students that you will read aloud the descriptions of each character feels similar or different example, Coba; Bagus twice. At the end of the second reading, students must write in their workbook, the name of the to their own language sekali!, Terima kasih character which corresponds to the description. Once students have finalised their answers check and culture when banyak their understanding and read the descriptions one more time to confirm which description interacting in recognising that the matches each character. Indonesian same rules of 13. Introduce adjectives to describe character, for example, baik-hati, sabar, lucu, pandai, manis. Ask punctuation apply as in students to describe their own character using two or more adjectives, for example, Saya baik-hati English, for example, dan pandai. using capital letters and 14. Make a class set of cards which describes appearance and character in Indonesian, and a matching
full stops for sentences card with either a pictorial representation of the word or its equivalent in English. Allocate understanding different students to pairs to play the game memory. When students find a pair, they will write a short Game Memory, using a set of cards that question words and the question and sentence using the word. describe appearance and character anticipated answer, for 15. Arrange students in a circle and introduce the game Saya suka. Explain to students that there will example, Siapa?; Apa?; be a set of cards with a pictorial representation and the Indonesian word describing the action Berapa?; Di mana? using simple base verbs, for example, makan, berenang. This set of cards will be placed face (*content from the Game Saya suka One set of pictorial and down. Placed face up around the set of cards will be picture cards with the Indonesian words Pre-primary, Year 1 and word verb cards and one set of cards included, naming the type of food, an object or an activity. Model the game by selecting a card Year 2 syllabus) naming the type of food, an object or an recognising joining from the set of cards placed face down. Say the word on the card. Then select one of the picture activity words or phrases using cards and make a sentence starting with Saya suka, for example, Saya suka berenang di laut. Provide a translation in English of the sentence. Remind students that the sentence must make conjunctions, for example, dan, tetapi sense. Start playing Saya suka by selecting a student and continue clockwise until all students have
(*content from the had a turn. Play the game again and this time have students say what they don’t like, Saya tidak Year 2 syllabus) suka. Story Apa yang saya sukai in the book negating verbs and 16. Read the story Apa yang saya sukai? Ask students what the punctuation indicates and if they Membaca bersama-sama National adjectives using tidak recognise any of the words in the title. Encourage student to use the illustrations to guess the Indonesian Language Curriculum Project (*content from the meaning of the text. Curriculum Corporation Year 2 syllabus) 17. Ask students to design a poster introducing themselves and include at least one animal, activity, food and drink they like. They then write a sentence for each item based on the language in the Activity Design a poster Apa yang saya story Apa yang saya sukai? sukai? 18. Brainstorm with students a list of questions to use when seeking information about a person, for example, Siapa nama dia? Berapa umur dia? Bagaimana rambut dia? Apa warna mata dia?
Bagaimana sifat dia? Dia tinggal di mana? 19. Model how to write a physical description using an image of a cartoon character or a celebrity. Encourage students to participate by asking them questions in Indonesian, for example, Bagaimana rambut dia? Apa warna mata dia? 20. Ask students to write a description of themselves following the model provided. They include their name, their age, their size, hair, eyes and their character. Remind students that they will need to Activity Tentang saya Description writing use the pronoun for ‘I’ when writing about themselves. During the writing activity ask students to and labelling read out what they have written. Have students draw a picture of themselves and label it in
Indonesian.
Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 7
21. Arrange students in a circle. Tell students that they will say one sentence in Indonesian describing something about themselves, for example, Mata saya biru, Rambut saya panjang, Saya pandai, Badan saya tinggi. When six students have had a turn, stop the game and ask the group up to three questions based on what has been said, for example, Siapa katakan, ‘Mata saya biru’?
Students who know the answer can raise their hand. Select three students to answer the three question. Start the game again with the next student in line. 22. Ask students to watch an instructional audio visual clip on how to fold a chatterbox. Provide Origami chatterbox – Step by Step Guide assistance to students where required. On the first layer students write a colour in Indonesian https://www.youtube.com/watch?v=33dNf using a pencil of that colour. On the second layer they write a number in Indonesian between 1 Gqh9L8 and 10. Inside the chatterbox they write questions in Indonesian, for example, Siapa namamu? https://www.youtube.com/watch?v=OGVkI Apa kabar? Berapa umurmu, Apa warna matamu? Kamu tinggal di mana? Bagaimana rambutmu? VWJ0i8 Apa warna rambutmu? Bagaimana sifatmu? Students play the game in pairs and store their chatterboxes in their work book.
23. Assign students to groups for Language Practice 1 - Group Rotations, to practise the vocabulary that has been presented so far: Languages practice Languages Online A Group splits in pairs, and plays with the chatterbox. Indonesian Units 1 - 6 B Group splits in pairs, and plays games with the cards, for example, Memory or Fish. http://www.education.vic.gov.au/languages C Group works individually to complete Languages Online Chapters 1-6. online/indonesian/indonesian.htm D Group splits in pairs, and interacts in social play. They model a dialog where two characters meet each other for the first time and then they have a conversation, for example, Selamat pagi.
Apa kabar? Assist this group. 24. Display six pictures of people that are different in appearance. Talk about the appearance of each Six large pictures of different people character, asking students to say a sentence in Indonesian to describe something about the character, for example, Dia seorang perempuan. Mata dia biru dan rambut dia pendek. Prompt students by asking questions in Indonesian. 25. Play the game Guess who. Select one student to come to the front of the class and choose one of Game Guess who the six people displayed. The students must find out which person the student has chosen by
asking questions in Indonesian, for example, Apa warna mata dia? The student must respond in Indonesian. 26. Arrange students in a circle to play a counting game revising numbers 100 and above. Ask Game Counting 100 – 990 students to start counting in hundreds, returning back to one hundred after nine hundred has been said. Vary the game by asking the students to count in tens up to nine hundred and ninety. Select one student to start by saying the first number in the sequence, the second student in the circle then says the second number in the sequence. Continue in this manner until all students have had at least one turn. The sequence can be varied, for example, counting in twenties or fifties to increase the level of difficulty and maintain student concentration.
Assessment Anecdotal assessment using checklist and notes, indicating how students: . describe what they look like . describe what someone looks like . ask and respond to questions about their character . participate in language games . listen for information from a spoken text . write a description of themselves . play number sequence games using ratus.
Formal assessment using the following activities: . complete a table to provide personal information . use the information in their profile to support their oral presentation.
Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 8
Sequence of teaching and learning Term 2 Focus Communicating Understanding Suggested Teaching and Learning Activities and Assessment Resources Week 1–6 Keluarga saya Interact and socialise Recognise and reproduce 1. Ask students to sing the Greeting song and revise greetings, numbers, colours, days and months. Song Kepala Pundak Lutut Kaki Students read a story with the teacher and pronunciation conventions, 2. Have students sing the songs Kepala Pundak Lutut Kaki and Dua mata saya and say the rhyming https://www.youtube.com/watch?v=J0- about an Indonesian peers, using simple making connections chant Rambut pipi. aeGITgmE family and share descriptive or between Indonesian and 3. Model introductions and hand shaking. Explain that it is customary, regardless of age, to shake expressive modelled English sounds, for example, personal information hands when being introduced for the first time. It is also customary to shake hands when meeting Song Dua mata saya about their own language and gestures c (ch); g is the hard g in at subsequent times as a sign of respect and affection. https://www.youtube.com/watch?v=kGcp7 family. to exchange ‘gum’ but never soft as in 4. Place students in pairs to role play introductions in Indonesian. Provide each pair with a scenario information about ‘germ’; k is a soft sound if it V85sKc where an older person greets a younger person, asks and responds to how the person is feeling friends and family appears at the end of a word and bids farewell. Ask students to perform their role play in front of the class. Talk about the Learning objectives: members, for example, as in tidak, kakak importance of showing respect to people older than yourself by using a title in front of the Rhyming chant Ramput pipi from the Book listen to a story Teman saya baik hati person’s name when addressing them, for example, Ibu Sri, Pak Antonio, Kak Jack, Dik Aleesha, Selamat pagi, Bu Indonesian for Junior about a family in dan lucu; Dia berumur Recognise and write Paman Chris, Bibi Rani. Primary by Carmel Winkler Indonesian sembilan tahun; Kakak high-frequency words and
talk about family laki-laki saya senang expressions in familiar 5. Introduce the new theme Keluarga saya and vocabulary for family, for example, Bapak, Ayah, Ibu, relationships berselancar; Nama contexts kakak, adik, nenek, kakek, paman/om, bibi/tante. 6. Teach the Rap Keluarga ‘Ibu, Bapak, adik, kakak, nenek, kakek, paman, bibi, saya.’ Ask students to sing and compare anjing saya Charlie; Rap Rap Keluarga two variations of a Charlie suka bola; Umur stand and form a circle. Tell them that they will say the rap three times with their arms folded over Notice and use song about family Charlie 7 context-related vocabulary their chest and tapping each upper arm alternatively with their hands to the rhythm of saying the
write about their and apply elements of words. Select one student to start the rap by saying the first word Ibu the next student will say family Participate in class grammar in simple spoken Bapak and so on till the last word said is saya. The student who says saya remains in the circle and listen to spoken experiences, activities and written texts to sits. If a student makes an error, for example, saying the incorrect word they must also sit. texts in Indonesian and everyday generate language for a Students sitting continue to tap the rhythm of the rap. Every time the word saya is said the participate in range of purposes, including: student saying the word must sit. Continue in this manner until only one person is left standing. transactions that Big book Keluarga Saya by Nyoman Sri group language describing people and 7. Read the book Keluarga Saya and discuss with the class. Ask students about the title and how this involve following Utami. Published by Yayasan Literasi Anak activities instructions, asking animals using pronouns, would be said in English, then discuss how the word order in Indonesian is different from English. Indonesia. gather data and questions and making gender and adjectives, See if they can provide any examples from the text, for example, Ibu saya. Reread the story and represent the statements, asking for for example, dia, Teman discuss the meaning of the sentences using the language and visual cues. information in a help and permission saya baik hati; Kucing 8. Use the book Keluarga Saya to reinforce asking and responding to questions related to describing simple column saya lucu dan kecil others, for example, name, what they look like and what they like. graph describing quantity using Locate specific points of 9. Use the sentences from the book Keluarga Saya for a jumbled sentence activity. Place students in Activity sheet Jumbled sentences use ordinal cardinal numbers, for information in a range pairs and give both students an activity sheet containing the sentences from the book, with the numbers to say example, puluh, ratus of short written, words in each sentence jumbled. Students are required to reorder the words to form correct their position in and ordinal numbers spoken, multimodal and sentences and then write them in the correct order in the space provided. the family. using ke- prefix digital texts related to 10. Provide students with a reading and writing activity, where they complete a cloze activity based on Activity sheet Cloze reading and writing recognising imperatives, their personal worlds the book Keluarga Saya. They will need to complete the text by selecting the correct vocabulary for example, Angkat
tangan!; Buka buku!; Ayo provided. Convey factual cepat! 11. Assign students to groups and ask them to use the story of Keluarga Saya to perform a role play. information about their Each student in the group selects one of the characters in the story Keluarga Saya. Inform the giving praise, gratitude Song Satu Satu aku sayang ibu personal worlds in and encouragement, for groups that they will need to include an additional member of the family, one that is not portrayed https://www.youtube.com/watch?v=TNDnB simple statements, example, Coba; Bagus in the book, for example, an uncle, aunt or new baby. Ask students to perform their role play in v7Ymvs short descriptions and sekali!, Terima kasih front of the class. modelled texts banyak 12. Teach the lyrics to the songs Satu-satu aku sayang ibu and Satu satu. Ask students to listen to the recognising that the lyrics of the first verse for both songs and find what is different. Then provide the words for both Song Satu, satu Participate in and same rules of songs on a large piece of paper. Ask students to sing the song Satu satu and substitute the word http://www.education.vic.gov.au/languages respond to a range of punctuation apply as in suka with the word sayang as in the song Satu-satu aku sayang ibu. online/indonesian/sect04/no_1/no_1.htm imaginative texts, English, for example, 13. Use a large image of an Australian family, preferably one which includes a pet, to guide and acting out events, using capital letters and encourage students to provide sentences in Indonesian to describe the family. Write the A large image of an Australian family identifying and full stops for sentences sentences on the whiteboard. Model how to write a description of the family using the sentences
Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 9
comparing favourite greeting and fare-welling provided by the students. Discuss the order of the information and have students participate by elements and making others, for example, providing input. Compare the image provided with the front cover of the book Keluarga Saya and simple statements Selamat pagi/siang/sore/ talk about the similarities and the differences. Talk about the place of pets in Australian families about characters or malam; Sampai jumpa! and how this might be different in Indonesia. themes (*content from the 14. Have students use the model provided to write a description of their family. Explain to students Activity Write a description Pre-primary syllabus) how vocabulary in the model can be changed to reflect information about their own family. Check understanding different Create and perform their progress by asking students to read aloud what they have written. Ask students to read their question words and the short imaginative texts description to the person sitting next to them. anticipated answer, for that use familiar 15. Display three images of different family structures at the front of the class and number each image Three large images of different families expressions and example, Siapa?; Apa?; in Indonesian. Read aloud a description of each family and have students write in their work book modelled language, as Berapa?; Di mana? the number which corresponds to the images. well as simple visual (*content from the 16. Model how to ask and respond to questions about how many members are in the three images of supports Pre-primary, Year 1 and Year 2 syllabus) the families. Expand the question and answer session to include asking students how many
describing possession members are in their family Ada berapa orang di keluargamu? Translate using word order in 17. Assign students to groups and provide each group with an image of a family and a sheet of A4 Images of different families high-frequency words familiar phrases, for paper. Each group will have a different family. Ask students to paste the image of the family on to Paper and expressions in example, Nama saya…; the paper provided and write a description about the family in the image. simple texts such as 18. Introduce ordinal numbers to discuss with students their position in their family. Ask students the Ibu saya… (*content Language practice Languages online Topic captions, story titles or from the Year 2 syllabus) question Kamu anak keberapa di keluargamu? Use the students’ responses to the question to 10 Ordinal Numbers 1st – 10th recurring lines in a referring to things using model how to collate the information in a table. Use the information in the table to model how to story, noticing which demonstratives ini and draw a simple column graph on a large sheet of paper and display in the class. Include the first http://www.education.vic.gov.au/languages ones are difficult to itu, for example, Ini buku name of each student in the column to indicate their position in the family. online/indonesian/sect10/index.htm interpret (*content from the 19. Provide access to the Scootle resource Kenalkan keluarga saya and complete the exercises online Year 2 syllabus) for Kenalkan keluarga saya, Ini silsilah saya and Kenalkan keluarga teman saya. Scootle Kenalkan keluarga saya Notice what looks or interacting using 20. Display Ini silsilah saya from the Scootle resource Kenalkan keluarga saya and ask students to http://www.scootle.edu.au/ec/viewing/L14 feels similar or different auxiliary verbs, for make their own family tree based on this model. Students must include drawings of members of 55/index.html to their own language example, ada, mau, their family. and culture when boleh, bisa (*content 21. Ask students to use their silsilah keluarga to write a brief description of their family. interacting in from the Year 2 syllabus) Activity Silsilah keluarga 22. Arrange students in groups and ask students to use their silsilah keluarga to introduce their family Indonesian members to others in their group. Begin to develop a 23. Provide students with an activity sheet that has a table with two columns, one column for the Activity sheet for survey metalanguage in Indonesian for talking about language, questions and one column for students to record their responses. Ask students to use the activity using terms similar to those sheet to survey members in their group about the number of members in their family, for used in English example, Ada berapa orang di keluargamu? Ada berapa anak di keluargamu? Ask students to use the information in the table to complete two simple column graphs, one column graph showing
Recognise the particular the number of family members and one column graph showing the number of children. Each language features and group will take turns in presenting the information to the class. textual conventions in 24. Model how to make a small book and then have students make one about their family. For each Activity Develop a small family book simple, familiar, spoken, family member they will need to include the person’s name, age, describe what they look like, written and multimodal something they like and their character. Provide assistance where required. Arrange students in Indonesian texts pairs and have them read their books to each other. Then place two pairs together and have them read their books to each other. Activity sheet Family descriptions Understand that and 25. Provide students with an activity sheet that has images of three families and an empty box. Tell demonstrate how language students that you will read aloud four descriptions. Three of the descriptions will match the use varies according to the images of the three families on the sheet. Students will need to select which image matches the participants’ age, gender description and write the family name below the image. Students will need to listen to the fourth and relationship and the description and draw the family in the empty box provided. context of use
Assessment Notice differences between Indonesian, Australian and Anecdotal assessment using checklist and notes, indicating how students: other cultures’ practices and . greet someone in a culturally appropriate manner . participate in language games Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 10
how these are reflected in . use family-related vocabulary language . ask and respond to questions about family members . complete a cloze activity . write a description of their family . complete online activities . draw and complete information in their family tree . complete a survey and use the information to draw a simple column graph . write a book about their family . listen for information and respond in English.
Formal assessment using the following activity: . listen to a simple text about a family and respond to questions in English. 7–10 Binatang kesayangan Interact and socialise Recognise and reproduce 1. Have students sing the songs Selamat pagi bu! and Satu-satu aku sayang ibu. Game Saya suka One set of pictorial and keluarga with the teacher and pronunciation conventions, 2. Revise numbers with students by playing the counting game. word verb cards and one set of cards Students share peers, using simple making connections 3. Revise simple verbs with students by playing the game Saya suka. naming a type of food, an object or an information about descriptive or between Indonesian and 4. Introduce the theme of family pets. Use flashcards that have the picture of the animal and the activity expressive modelled English sounds, for example, their family pet. Indonesian word to introduce the vocabulary. As each animal is introduced display the flashcard language and gestures c (ch); g is the hard g in on the board. Discuss the sounds they make, for example, anjing – gong gong, kucing–ngeong, to exchange ‘gum’ but never soft as in Flash cards Animals Learning objectives: ayam – kotek. information about ‘germ’; k is a soft sound if it ask and respond 5. Introduce the game Animal bingo. Display the animal flashcards so that students can choose four friends and family appears at the end of a word Game Animal Bingo to questions members, for example, as in tidak, kakak animals. Ask students to write in Indonesian the names of four animals in their workbook. about pets Teman saya baik hati Students are to place a tick next to the animal when it is read aloud. When students have ticked all describe their pet dan lucu; Dia berumur Recognise and write four animals they can angkat tangan and say ‘dapat.’ Students then read aloud the four animals in say an animal has sembilan tahun; Kakak high-frequency words and their workbook. Song Helly!! Guk Guk Guk skin, fur, scales or laki-laki saya senang expressions in familiar 6. Teach the lyrics to the song Helly!! Guk Guk Guk, and have students sing along. https://www.youtube.com/watch?v=hCScoJ feathers berselancar; Nama contexts 7. Ask students to complete a cloze exercise based on the song Helly!! Guk Guk Guk. Students will 8st_Q create a new anjing saya Charlie; need to write in the words anjing, kecil, berlari, Helly and in one line only guk guk guk. Repeat the verse to song Charlie suka bola; Umur Notice and use song again so students can check their answers. Discuss writing a new verse for the song by Activity sheet Cloze exercise based on the play animal bingo Charlie 7 context-related vocabulary changing some of the lyrics to describe a different animal. Get students to create a new verse to song Helly!! Guk Guk Guk sing a song about and apply elements of the song by substituting the name of the animal the way it moves and the sound it makes. animals Participate in class grammar in simple spoken 8. Have students perform the song Helly!! Guk Guk Guk incorporating new verses at the school and written texts to create a new experiences, activities assembly. generate language for a verse for a song and everyday 9. Provide students with an activity sheet where they are required to match the drawing of animals Activity sheet Skin, fur, feathers or scales about animals transactions that range of purposes, including: with the sound they make. Students will also need to choose whether the animal has skin, fur, perform a song (at involve following describing people and feathers or scales and describe its colour. the school instructions, asking animals using pronouns, 10. Ask students to design a poster of their pet. Students will need to label its body parts and write a assembly) questions and making gender and adjectives, Activity Design a poster for a family pet brief description, stating its name, age, colour and something it likes. Students to discuss their design and label a statements, asking for for example, dia, Teman poster with the person sitting next to them. Display posters in the class. poster of their pet help and permission saya baik hati; Kucing 11. Arrange students in pairs and ask them to complete an activity sheet about family pet/s. Students Activity sheet Family pets draw a picture saya lucu dan kecil describing quantity will need to ask what the pet is, its name, age, colour, size and something the pet likes to do in and write a Locate specific points of using cardinal numbers, Indonesian. Ask students to use the information to write a brief description about their description of information in a range Game Memory using Black-line master for example, puluh, classmate’s pet. Students can illustrate their work with a drawing of their pet. their missing pet. of short written, animal cards from Aktivitas Bahasa ratus and ordinal spoken, multimodal and 12. Invite students in their pairs to present the information about family pet/s on their activity sheet Indonesia (Indonesian language activities) numbers using ke- prefix digital texts related to to the class. Binatang (animals) making plurals by their personal worlds 13. Assign students to groups for Language Practice 2 - Group Rotations, to practise the vocabulary duplicating, for example, that has been presented so far: Language practice Languages online buku-buku A Group splits in pairs and makes a word sleuth using animals, numbers and colours. When Convey factual Chapter 15 Do you have a pet? describing actions using complete they swap their sleuths with their partner. information about their simple base verbs, for B Group splits in pairs, and plays games with the cards, for example, Memory or Fish. http://www.education.vic.gov.au/LANGUAG personal worlds in example, tinggal, C Group works individually to complete Languages Online Chapter 15. ESONLINE/indonesian/sect15/answers.htm bermain, berjalan, berenang, berselancar Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 11
simple statements, recognising imperatives, D Group splits in pairs, and interacts in social play. They model a dialogue where they describe short descriptions and for example, Angkat their pet to each other for the first time. Assist this group. Game Apa artinya dalam Bahasa modelled texts tangan!; Buka buku!; 14. Arrange students in two groups to play the game Apa artinya dalam Bahasa Indonesia/English? Indonesia/English? Ayo cepat! Place a set of card face down in the centre of the first group. Each card has the name of an animal
Participate in and recognising that the written in Indonesian. Select a person in the first group to pick up a card and say the word written
respond to a range of same rules of on their card. The student holding the card must not show their word to anyone else in their imaginative texts, punctuation apply as in group. Select a student in the second group to provide a translation in English of the Indonesian acting out events, English, for example, word. If the student is correct their group earns a point. If the student is incorrect then students in using capital letters and identifying and the first group have the opportunity to steal a point by raising their hand if they know the correct comparing favourite full stops for sentences answer. If the person in the first group is incorrect, then the second group have the last turn to
elements and making earn a point by providing a correct answer. If both groups are not able to provide a correct Begin to develop a simple statements answer, the teacher has the opportunity to earn a point by providing the correct answer. Continue metalanguage in Indonesian about characters or in this manner until each person has had a turn. Remind students that if they call out an answer for talking about language, themes using terms similar to those the other group will earn a point. Alternatively use cards with the English word and ask students to
used in English give the Indonesian translation of the word. Activity Design a poster for a Missing pet Create and perform 15. Ask students to design a poster for a missing pet. They will need to say what type of animal it is, its short imaginative texts Recognise the particular name, where it lives, describe what it looks like and provide an illustration of their pet. Invite Quizlet Pets that use familiar language features and students to use their poster to describe their missing pet to their partner. https://quizlet.com/en-gb expressions and textual conventions in 16. Give students access to Quizlet to revise vocabulary related to pets. modelled language, as simple, familiar, spoken, 17. Provides students with an activity sheet where they are required to read the descriptions of five well as simple visual written and multimodal animals and select one of the four images of animals to match the description. One of the Activity sheet Animal descriptions supports Indonesian texts descriptions will not have a matching image. Students are required to read that description and
draw an image of the animal based on the text. Notice what looks or Notice differences between
feels similar or different Indonesian, Australian and to their own language other cultures’ practices and Assessment and culture when how these are reflected in Anecdotal assessment using checklist and notes, indicating how students: interacting in language . sing a song about animals Indonesian . play language games
. create a new verse to a song
. describe an animal . complete a survey . design and label a poster of their pet . design a poster describing their missing pet . read and match a description to an animal . write a brief description about an animal.
Formal assessment using the following activity: . Binatang kesayangan saya: Assessment task Binatang kesayangan Part A – participate in an interview with the teacher to describe their model cicak saya, accessible on the School Curriculum Part B – write a description of a dog and the things he likes. and Standards Authority website
Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 12
Sequence of teaching and learning Term 3 Focus Communicating Understanding Suggested Teaching and Learning Activities and Assessment Resources Week 1–5 Teman saya Interact and socialise Recognise and reproduce 1. Introduce the theme Teman saya. Talk to students about how they make friends and what they with the teacher and pronunciation conventions, Students describe can do when a new person joins their class. Model how to introduce yourself to a person you are peers, using simple making connections their friends and the meeting for the first time. Ask for two volunteers to come to the front of the class to model activities they like to descriptive or between Indonesian and introductions. Model how this would be done in Indonesia. expressive modelled English sounds, for example, Game Apa artinya dalam Bahasa do together. 2. Revise vocabulary for family and pets by playing Apa katanya dalam Bahasa Indonesia/English? language and gestures c(ch); g is the hard g in ‘gum’ Indonesia/English? 3. Place students in pairs and ask them to interview each other to find out how many people are in to exchange but never soft as in ‘germ’; k their family, their names and if they have a pet. Learning objectives: information about is a soft sound if it appears Song Wahai sahabat describe what friends and family at the end of a word as in 4. Teach the lyrics of the song Wahai sahabat. Ask students to watch the clip of the song. Ask your friend looks members, for example, tidak, kakak students what they think the song is about and how they felt when listening to the song. Provide https://www.youtube.com/watch?v=M6PH like Teman saya baik hati students with a copy of the lyrics in Indonesian and ask them to paste the lyrics on the left hand Ct57wT4 say what you like dan lucu; Dia berumur Recognise and write side page. Play the song again and encourage students to sing along. Provide a translation of the Indonesian lyrics to the song Wahai about your friend sembilan tahun; Kakak high-frequency words and lyrics in English, with each verse translation on a separate piece of paper, there are six verses in sahabat talk about the laki-laki saya senang expressions in familiar total. Ask student to put the six verses in the same order as the Indonesian lyrics. Check that English translation of the lyrics to the song berselancar; Nama contexts activities you like students have the correct order and then ask them to paste the English lyrics opposite the Wahai sahabat to do with your anjing saya Charlie; Indonesian lyrics in their work book.
friends Charlie suka bola; Umur Notice and use 5. Revise adjectives to describe people’s character and make a list of these words on the board. Ask seek permission Charlie 7 context-related vocabulary students to write a sentence in their work book to describe their friend. Ask students to read their to visit a friend and apply elements of sentence to the class. Keep a tally of the words most commonly used to describe their friends. say what your Participate in class grammar in simple spoken Discuss the importance of friendship. and written texts to friend likes experiences, activities 6. Revise how to describe another person such as a family member. Model how to write a generate language for a Activity Write a description of their friend ask for permission and everyday description of a friend. Include information about how old they are, what they look like and their to attend a party range of purposes, including: transactions that character. Ask students to write a description of their friend based on the model provided. Invite ask and respond describing people and involve following students to read their description to the class. to questions animals using pronouns, instructions, asking 7. Model how to ask permission from your parent/s to visit a friend. Provide students with two about your friend questions and making gender and adjectives, alternatives so that they may, or may not give their permission. Place students in pairs to role play listen to spoken statements, asking for for example, dia, Teman asking and giving permission, for example, Boleh saya ke rumah Adam? Untuk apa? Untuk bermain texts in help and permission saya baik hati; Kucing saya lucu dan kecil bola. Ya boleh./Tidak, tidak boleh. Indonesian and respond to describing quantity using 8. Introduce vocabulary about activities the students like to do with their friends, for example, Locate specific points of questions in cardinal numbers, for bermain bola, berenang di laut, makan es krim. Ask students the question, Kamu suka apa?/Kamu information in a range English. example, puluh, ratus suka main apa? Have students respond in Indonesian. If they don’t know how to say the word then of short written, and ordinal numbers have students say Apa kata untuk …? Say the word and write it on the board in Indonesian with spoken, multimodal and using ke- prefix the English translation. Ask students again Kamu suka apa?/Kamu suka main apa? digital texts related to making plurals by their personal worlds 9. Provide students with an activity sheet where they match the description of an activity with the Activity sheet Matching the activity to the duplicating, for example, person who likes to do the activity. Discuss the answers in Indonesian. person buku-buku 10. Revise numbers, months and question words. Model how to ask and respond to questions that Convey factual describing actions using require the use of numbers and months, for example, Tanggal berapa hari ulang tahun kamu? information about their simple base verbs, for Berapa umurmu? Kamu lahir pada bulan apa? Have students work in pairs to ask and respond to personal worlds in example, tinggal, these questions. simple statements, bermain, berjalan, 11. Place students in groups of four and have students complete an activity sheet where they ask the Activity sheet Questions to ask your friend short descriptions and berenang, berselancar questions, Tanggal berapa hari ulang tahun kamu? Berapa umurmu? Kamu lahir pada bulan apa? modelled texts recognising imperatives, for example, Angkat Kamu suka apa? At the top of the sheet provide the questions and modelled responses for students to adapt. Translate tangan!; Buka buku!; 12. Ask students to listen to members of a family say the date and the month they were born and high-frequency words Ayo cepat! Activity How old are you? respond by completing an activity sheet where they draw a line from the family member to the and expressions in recognising that the date and month they were born. simple texts such as same rules of 13. Ask students to listen to a short description about a person’s upcoming birthday and respond to Activity Someone’s having a birthday captions, story titles or punctuation apply as in English, for example, questions in English. Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 13
recurring lines in a using capital letters and 14. Model giving and accepting an invitation to a friend’s birthday party. Place students in pairs and Activity Invitations story, noticing which full stops for sentences have one student inviting the other student to their birthday party. Provide each student with a ones are difficult to interacting using prompt card with phrases to support the conversation. Activity Asking permission interpret auxiliary verbs, for 15. Model asking permission from a parent to attend a friend’s birthday party. Place students in pairs
example, ada, mau, and have students role play asking and giving permission. Notice what looks or boleh, bisa (*content 16. Ask students to design a birthday card for their friend. Activity Design a birthday card feels similar or different from the Year 2 syllabus) 17. Have students sing the songs Panjang umurnya and Selamat ulang tahun.
to their own language 18. Model the language and body language for giving and receiving gifts in Indonesian. Divide the class Song Panjang umurnya and culture when Begin to develop a into two groups and have students line up and face each other. Ask students to practise giving and https://www.youtube.com/watch?v=C9WC interacting in metalanguage in Indonesian receiving gifts, remembering to incorporate the appropriate body language. Discuss with students nROq5xw Indonesian for talking about language, the similarities and any differences they noticed about gift giving between people in Australia and using terms similar to those people in Indonesia. used in English Song Selamat ulang tahun 19. Play a variation of the game Saya suka, using the phrase Teman saya suka. https://www.youtube.com/watch?v=ZYOXc
Recognise the particular O0MySU Assessment language features and Anecdotal assessment using checklist and notes, indicating how students: textual conventions in Game Saya Suka simple, familiar, spoken, . sing a song about friends written and multimodal . play language games Indonesian texts . match Indonesian lyrics to an English translation of the lyrics . describe their friend Understand that and . complete a survey demonstrate how language . ask for permission to do something use varies according to the . say something they like to do
participants’ age, gender . ask and respond to questions about birthdays and relationship and the . listen for information from a text context of use . give and receive gifts . design a birthday card. Notice differences between Assessment task Ini teman saya, accessible Indonesian, Australian and Formal assessment using the following activity: on the School Curriculum and Standards other cultures’ practices and . Ini teman saya: Authority website how these are reflected in Part A – interview a class mate to complete a survey language Part B – write a booklet about their friend. 6–10 Teman baru saya dari Interact and socialise Notice and use 1. Use the memory cards from Ini Fenty, A story from Halmahera to introduce the vocabulary in the Memory cards Ini Fenty, A story from Indonesia with the teacher and context-related vocabulary book. Halmahera, by Daniel Bradbury Students make a new peers, using simple and apply elements of 2. Arrange students in a circle. Show students the front cover of the book Ini Fenty and ask students descriptive or what the title means and what the story might be about. Read the story to the students and use friend and share grammar in simple spoken Big Book Ini Fenty, A story from Halmahera, experiences. expressive modelled and written texts to the visual cues to reinforce the language heard. by Daniel Bradbury language and gestures generate language for a 3. Assign students to groups and ask them to write a list of the orang-orang/people, tempat- to exchange tempat/places and binatang-binatang/animals they remembered from the book Ini Fenty. The list http://www.inspiredmedia.com.au/inspired Learning objectives: range of purposes, including: information about can be in both Indonesian and English. Give students a few minutes to work independently and media.swf listen to the story describing people and friends and family animals using pronouns, write down in their work book as many orang-orang/people, tempat-tempat/places and binatang- Ini Fenty members, for example, binatang/animals as they can remember. In their groups, ask students to talk about what they gender and adjectives, listen for Teman saya baik hati have written down. Select one person from each group to give one thing that they remembered information for example, dia, Teman dan lucu; Dia berumur saya baik hati; Kucing from the book and write these on the board under each heading. Continue in this manner until respond to true sembilan tahun; Kakak saya lucu dan kecil there are no more responses. If a group only knows the word in English, ask each group in turn if and false laki-laki saya senang they know what the word is in Indonesian. Tally the list of words remembered and draw a line describing quantity using statements berselancar; Nama under the last word in each column. Read the story again and at the end of each page ask students cardinal numbers, for design a poster anjing saya Charlie; if there is a word they can add to the list. Write any additional words in a different colour. Get example, puluh, ratus write a letter to Charlie suka bola; Umur students to check and add to their list if they have a missing word/s. and ordinal numbers Fenty Charlie 7 4. Arrange students in groups and review comprehension of the book Ini Fenty by asking students using ke- prefix the questions at the back of the book. Tell students to write down the answers in their workbooks. Check for understanding by asking students to share their answers. Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 14
describe one of Participate in class making plurals by 5. Model how to write a new sentence based on one of the sentences in the book Ini Fenty by the characters in experiences, activities duplicating, for example, changing one or two words. Provide students with four of the sentences from the book Ini Fenty to the book Ini Fenty buku-buku write new sentences by changing one or two words in the sentence. and everyday Quizlet Ini Fenty ask for and share transactions that describing actions using 6. Provide students with access to Quizlet to complete the activities for Ini Fenty. https://quizlet.com/46695056/ini-fenty-i- personal involve following simple base verbs, for 7. Ask students to design a poster and write about one of the things Fenty talks about in the book Ini information instructions, asking example, tinggal, Fenty. Display the posters in the classroom. flash-cards/ view the DVD Ini questions and making bermain, berjalan, 8. Reinforce vocabulary from the book Ini Fenty by having students use the memory cards to match Fenty for statements, asking for berenang, berselancar the word with the picture. Activity Design a poster about Fenty information recognising imperatives, 9. Read to students a number of statements based on the book Ini Fenty and ask them to respond by help and permission play a traditional for example, Angkat indicating whether the statements are true or false. 10. Provide students with jumbled sentences for them to reorder based on the book Ini Fenty. Game Memory cards Ini Fenty, A story from Indonesian game. Locate specific points of tangan! Buka buku!; Ayo 11. Provide students with a short introductory letter from Fenty. Discuss the letter with the class and Halmahera, by Daniel Bradbury information in a range cepat! then use it to model a response. Ask students to write a letter to Fenty in which they introduce of short written, giving praise, gratitude themselves, say where they live, talk about something they like and ask Fenty a question. spoken, multimodal and and encouragement, for Activity Jumbled sentences 12. Assign students to groups for Language Practice 3 – Group rotations, to practise the vocabulary digital texts related to example, Coba; Bagus that has been presented so far: their personal worlds sekali! Terima kasih banyak A Group splits into pairs and use the readers to read to each other the story Ini Fenty. Activity Introductory letter
recognising that the B Group works individually to complete the Quizlet activities for Ini Fenty. Convey factual same rules of C Group splits into pairs to play games with the cards, for example, Memory, Fish or Snap. Readers, worksheets and resources Ini information about their punctuation apply as in D Group splits into pairs to interact in social play. They model a dialog between two friends, who Fenty, A story from Halmahera, by Daniel personal worlds in talk about the members of their family. Assist this group. English, for example, Bradbury simple statements, using capital letters and 13. Arrange students in pairs and provide them with two envelopes, one that contains a cut up copy of
short descriptions and full stops for sentences the Indonesian text from each page and one that contains a cut up copy of the English translations modelled texts from the story Ini Fenty. Ask students to match the Indonesian text to its corresponding English Begin to develop a translation and place each text/translation in the order that it appears in the story. Once students have completed this task, select a pair to read out their first matching pair, one student reading Participate in and metalanguage in Indonesian respond to a range of for talking about language, the Indonesian text and the other student reading the English translation. Use the book to check Activity Re-organise the story imaginative texts, acting using terms similar to those that the order is correct. Continue in this manner until complete. Provide students with A4 paper out events, identifying used in English to paste the text and its corresponding translation. Students can draw an illustration for each and comparing page. Collect and assemble the work of each pair of students into a book format. 14. Ask students to write about one of the people or animals in the book Ini Fenty. They can describe favourite elements and making simple their character and talk about something their character likes. Invite students to present their
statements about work to the class. characters or themes 15. Involve students in making a storybook to send to Fenty. Ask students to design a page telling Fenty something about themselves.
16. Revise questions for seeking information about a person, for example, Siapa namamu? Berapa Create and perform Activity Descriptions umurmu? Kamu tinggal di mana? Kamu suka main apa? Kamu suka apa? short imaginative texts 17. Arrange students in pairs. Tell students that they will perform a short sketch, where one student that use familiar will play the role of Fenty and the other student will be themselves. Remind students that they will expressions and need to introduce themselves and share personal information. Activity Storybook modelled language, as 18. Provide students with an activity sheet to complete a personal profile of Fenty and then use the well as simple visual information in the profile to write a description of Fenty. supports 19. Inform students that they are going to watch an Indonesian DVD based on the book they have been reading Ini Fenty, using the version with English subtitles. Ask them to pay attention to what Fenty does during the day. Once they have finished viewing the DVD, allow students two minutes to write down the activities Fenty did. Allow one minute for students to discuss, with the person Activity sheet Personal profile sitting next to them, the activities they have written down and to see if they can add to their list.
Ask students to share one activity on their list with the class and write it on the whiteboard. Play the DVD again, pausing at intervals to tick, or add to, the list of activities. DVD Ini Fenty, A story from Halmahera, a 20. Assign students to groups for Language Practice 4 – Group rotations, to practise the vocabulary documentary by Daniel Bradbury that has been presented so far: A Group work individually to complete a crossword from the Ini Fenty resources B Group works individually to complete an activity sheet matching pictures to sentences and then
provide a translation in English C Group splits into pairs to read the reader Ini Fenty Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 15
D Group works with the teacher to talk about and exchange information about photos from Readers, worksheets and resources Ini Ini Fenty. Fenty, A story from Halmahera, by Daniel 21. Introduce students to the traditional Indonesian game Bekel played by children like Fenty in Bradbury Indonesia. Talk about the similarities and differences between bekel and the western game Jacks.
Assessment
Anecdotal assessment using checklist and notes, indicating how students: Traditional Indonesian game Bekel . change a word/s in a sentence to create a new sentence . respond to questions about the story Ini Fenty http://www.expat.or.id/info/games.html . respond to statements by indicating if they are true or false . play language games . write a short letter of introduction to Fenty . describe one of the characters in the book Ini Fenty . ask and respond to questions seeking personal information . role play making a new friend . listen for information in an audio visual text.
Formal assessment using the following activity: . Ini Fenty: Task C – listen to sentences and circle the correct word to match what they hear and then write the correct word in the space provided to complete each sentence.
Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 16
Sequence of teaching and learning Term 4 Focus Communicating Understanding Suggested Teaching and Learning Activities and Assessment Resources Week 1–10 Kumpul bersama Interact and socialise Recognise and reproduce 1. Revise vocabulary for family and pets by singing the songs Selamat pagi bu! Satu-satu aku sayang keluarga with the teacher and pronunciation conventions, ibu and Helly!! Guk Guk Guk. peers, using simple making connections 2. Introduce the card game Keluarga to revise the names of members of the family. Each set of cards Students talk about Game Keluarga family gatherings and descriptive or between Indonesian and will contain four families, and each family will contain five members, for example, Keluarga Joko
special occasions. They expressive modelled English sounds, for example, consists of Bapak Joko, Ibu Joko, kakak Joko, Joko, adik Joko. Arrange the students into groups of talk about the types of language and gestures c (ch); g is the hard g in four. Select one person in each group to shuffle and deal the cards evenly amongst the group food eaten on these to exchange information ‘gum’ but never soft as in members. Tell students they need to collect all the members of one family. Students take turns to about friends and family ‘germ’; k is a soft sound if it occasions. question another player in order to collect all the missing family members. Once a student has all members, for example, appears at the end of a word five members of their family they place the cards face up for the group to see. Students must have Teman saya baik hati as in tidak, kakak Learning objectives: one of the family members in the hand in order to ask for members of that family. dan lucu; Dia berumur Song Nama-nama hari 3. Have students sing the song Nama-nama hari to revise days of the week. talk about family sembilan tahun; Kakak Recognise and write https://www.youtube.com/watch?v=VQV gatherings laki-laki saya senang 4. Ask students to reflect on the reasons why families come together throughout the year, for high-frequency words and G53eU2gE design a calendar berselancar; Nama example, birthdays, Mother’s Day, Father’s Day, religious celebrations, New Year, national days and expressions in familiar describe special anjing saya Charlie; family events such as weddings or welcoming a new family member. Talk about how these contexts days Charlie suka bola; Umur occasions may be similar or different to family gatherings in Indonesia. say the date and Charlie 7 5. Introduce vocabulary related to special occasions, for example, hadiah, hiasan, kartu. month of Notice and use 6. Have students design a calendar which includes the special days their family celebrates. Students Activity Design a calendar significant days context-related vocabulary include a short description for each of the special days, for example, Hari ulang tahun Ibu saya Participate in class design a experiences, activities and apply elements of tanggal 23 Mei. They may include a drawing, for example, a birthday cake. Once complete invite celebration card and everyday grammar in simple spoken students to share some of the information in their calendar with the class. talk about food transactions that and written texts to generate 7. Place students in pairs and provide them with a list of the major celebrations in Australia and likes and dislikes involve following language for a range of Indonesia. Teach the greetings for each of the major celebrations and ask students to write the design a menu purposes, including: instructions, asking greeting next to the relevant celebration. Activity Design a greeting card create a new verse questions and making describing people and 8. Ask students to design a greeting card for one of the celebrations. Invite students to present their for a song statements, asking for animals using pronouns, card to the class. sing a song about Flash cards depicting a variety of help and permission gender and adjectives, 9. Talk with students about the types of food eaten at family celebrations. Introduce the foods eaten Christmas Indonesian foods for example, dia, Teman at family celebrations using flash cards which have a picture of the food and the Indonesian word. summarise saya baik hati; Kucing Activity Make a placemat Locate specific points of 10. Instruct students to make a placemat with a drawing of the foods and the Indonesian names for information saya lucu dan kecil information in a range them. locate places in describing quantity using of short written, Game Food Bingo Indonesia on a 11. Introduce the game Food bingo to revise vocabulary. Ask students to select five foods on their spoken, multimodal and cardinal numbers, for map. placemat and write the five food words in their workbook. Students to tick the word said if it digital texts related to example, puluh, ratus appears on their list. Students to raise their hands and say dapat when they have all five foods. their personal worlds and ordinal numbers using ke- prefix 12. Teach students how to describe what foods taste like, for example, enak, manis, asin, asam, pahit,
pedas, tidak enak. Place students in pairs and ask students to use their placemat to ask about the making plurals by Convey factual duplicating, for example, taste of different foods, for example, Bagaimana rasanya kue coklat? Rasa kue coklat enak sekali. information about their buku-buku Rasanya enak sekali. personal worlds in describing actions using 13. Introduce and show pictures of Indonesian food typically eaten at family gatherings in Indonesia Pictures of Indonesian food simple statements, simple base verbs, for when celebrating a special occasion, for example, nasi kuning tumpeng, ketupat, opor ayam, short descriptions and example, tinggal, rendang, gulai, sambal goreng hati, semur daging, sayur lodeh, kue kering. modelled texts Set of cards Indonesian food bermain, berjalan, 14. Provide students with a set of cards with images of Indonesian food and the words for each of the
berenang, berselancar foods on a separate card. Ask students to match the image with the corresponding word. Participate in and recognising imperatives, 15. Introduce the game Suitan – Semut, Orang, Gajah a version of Paper, scissors, rock to practise food Game Suitan – Semut, Orang, Gajah, a respond to a range of for example, Angkat vocabulary. Explain to students that Semut (ant) wins over Gajah as it can crawl into Gajah’s ear version of Paper, scissors, rock imaginative texts, acting tangan! Buka buku!; Ayo and drives him crazy; Orang (person) wins over Semut as Orang can stomp on Semut; Gajah out events, identifying cepat! (elephant) wins over Orang as it can trample on Orang. and comparing favourite giving praise, gratitude 16. Arrange students in groups and allocate each group a particular family gathering, for example, elements and making and encouragement, for birthdays, Mother’s Day, Father’s Day, religious celebrations, New Year, national days and family Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 17
simple statements example, Coba; Bagus events such as weddings or welcoming a new family member. Ask each person in the group to Activity Design a menu about characters or sekali! Terima kasih design a menu based on the type of food their family would prepare for such an occasion. Ask each themes banyak group to present their work to the class. Song Hamburger dan Martabak recognising that the 17. Teach the lyrics of the song Hamburger dan Martabak. Ask students to complete a cloze exercise http://www.dailymotion.com/video/x1uz Create and perform same rules of based on the lyrics of the song. Omit the food words from the lyrics and have students listen to the 759 short imaginative texts punctuation apply as in song and fill in the missing words. Repeat the song and have students check their answers. that use familiar English, for example, 18. Place students in groups and have them write a new verse to the song Hamburger dan Martabak. using capital letters and expressions and Have each group perform their verse in front of the class. Collect the students’ work and share the Activity Cloze exercise based on the song full stops for sentences modelled language, as verses with the class. Each group could perform their verse of the song for another year group or at Hamburger dan Martabak well as simple visual a school assembly. Begin to develop a supports 19. Model expressions used at the dining table, for example, Selamat makan, silakan makan, terima metalanguage in Indonesian
for talking about language, kasih, boleh saya minta… . Translate 20. Play the role of host and invite students to role play sitting down to eat at a special family using terms similar to those high-frequency words used in English gathering. Students can use their placemats as a prompt for the food that would be served.
and expressions in Encourage students to ask for food and express likes and dislikes of food. simple texts such as 21. Assign students to groups for Language Practice 4 – Group rotations, to practise the vocabulary Quizlet Indonesian Food Recognise the particular captions, story titles or language features and that has been presented so far: https://quizlet.com/17108374/indonesia recurring lines in a textual conventions in A Group works individually to complete a crossword about food and flavours of food. n-food-flash-cards/ story, noticing which simple, familiar, spoken, B Group works individually to complete the Quizlet activities for Indonesian Food and Indonesian ones are difficult to written and multimodal Food Flavours. interpret Quizlet Indonesian Food Flavours Indonesian texts C Group splits into pairs to play games with the cards, for example, Keluarga, Memory, Fish and Snap. https://quizlet.com/42985775/indonesia
Notice what looks or D Group splits into pairs to interact in social play. They model a dialog about the foods they like to n-food-flavours-flash-cards/ Notice differences between feels similar or different eat. Assist this group. Indonesian, Australian and to their own language 22. Introduce the vocabulary for places where family celebrations may take place, for example, rumah, other cultures’ practices and and culture when restoran, taman, pantai, kebun binatang. how these are reflected in Activity Design an invitation interacting in 23. Ask students to design an invitation to celebrate a family occasion. They will need to include the language Indonesian type of celebration, when it will occur and where it will take place. 24. Assign students to pairs and have them use their invitations to role play inviting each other to the Song Selamat Hari Natal dan Tahun Baru family occasion. https://www.youtube.com/watch?v=Hetl 25. Teach the song Selamat Hari Natal dan Tahun Baru and perform the song Selamat Hari Natal dan yTHeW28 Tahun Baru at the school assembly. 26. Arrange students in groups and provide them with information about the Christmas celebrations Activity Christmas celebrations and and traditions of a particular region/ethnic group, for example, Papua, Ambon, Jogyakarta, traditions Manado, Toraja, Flores, North Sumatra, Bali and Jakarta. Ask each group to read through the Website Christmas in Indonesia – information on their ethnic group and give a short presentation. Students will need to indicate on a Celebrations and Traditions map where in Indonesia their group is located. https://factsofindonesia.com/christmas- 27. Have students revise colours and numbers by playing Colour and Number bingo. in-indonesia 28. Teach students how to make a kartu ketupat with tear ribbon and card. Display cards in the classroom. 29. Provide students with paper to make an Indonesian Christmas card to give to a friend or family Map of Indonesia member. Game Colour and Number Bingo Assessment Anecdotal assessment using checklist and notes, indicating how students: Activity Kartu ketupat . change a word/s in a sentence to create a new sentence Website How to make Ketupat ribbons . respond to questions about food for Raya cards . play language games https://www.youtube.com/watch?v=AAZ . design a menu vtFBEKmI . complete a cloze activity . write a verse to a song Tear ribbon
Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 18
. complete online activities . role play asking for food Activity Indonesian Christmas card . make an Indonesian Christmas card.
Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 19